LRAT TUT Ready for e7.N = teacher's bookLW TES 703 Ready for teacher's book Suitable for the updated CAE examMacmillan Education Between Towns Road, Oxford OX4 3PP A division of Macmillan Publishers Limited Companies and representatives throughout the world ISBN 978-0-230-02890-6 ‘Text © Macmillan Publishers Limited 2008 Design and illusiration © Macmillan Publishers Limited 2008 First published 2008 Al rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior ‘written permission of the publishers, Note to Teachers Photocopies may be made, for classroom use, of pages 149-211 without the prior written permission of Macmillan Publishers Limited. However, please note that the copyright law, which does not normally permit multiple copying of published material, applies to the rest of this book Designed by eMC Design Lid Ilustrated by Peter Campbell Cover design by Barbara Mercer Authors’ acknowledgements The authors would like to thank Rey Norris, Lucy ‘Torres, Amanda Anderson and Sarah Curt The publishers would like to thank all those who participated in the development of the book, with special thanks to José Vicente Acin Barea, Coral Berriochoa Hausmann, Javier Buendfa, Sue Bushell. Jacek Czabanski, Debra Emmett, Elena Garci Loukas Geronikolaou, Emilio Jiménez Aparicio, Roula Kyriakidou, Juan Carlos Lépez Gil, Arturo Mendoza Fernandez, Jackie Newman, Carolyn Parsons, Javier Redondo, Lena Reppa, James Rickardson, Yannis ‘Tsihlas, Malcolm Wren and Mayte Zamora Diaz. ‘The authors and publishers are grateful for permission to include the following copyright material Extracts from ‘Alex Gray's top tips’ by Gillian Thornton copyright © Gillian Thornton 2003, first published in Writing Magazine Feb/March 2003, reprinted by permission of the publisher. ‘Adapted extracts from ‘McGregor the Brave’ by Nigel Farndale copyright © The Telegraph 2003, first Published in Sunday Telegraph Magazine 07.09.03, reprinted by permission of the publisher. Extract from article about John Lennon's House by Gaynor Aaltonen. copyright © National Trust Magazine 2003, first published in National Trust Magazine ‘Summer 2003, reprinted by permission of the publisher: Extracts from ‘Medicine and Mortality: the dark world of medical history’ by Jeremy Laurance copyright © Independent Newspapers 2007, first published in The Independent 21.06.07, reprinted by permission of the publisher. Extract from wurm:computerioshiba.co.tk Extracts from 'NZ Trust for Conservation Volunteers Inc’ July 2005 taken from www.conservationvolunteers.org. nz, reprinted by permission of the publisher Extracts from ‘Fresh from the Farm’ by Phillipa Jamieson from Sunday Star Times (Escape Supplement) 09.09.07. Extract from “The X-pert Files’ by Duane Harland copyright © The New Zealand Herald 2006, first published in The New Zealand Herald 06.01.06, reprinted by permission of APN Editorial Syndication & Photosales, Extracts from ‘Bright and Breezy’ by Louise Eliott copyright © National Magazine Compary Limited 2004, first published in Country Living April 2004, reprinted by permission of the publisher. Extracts from ‘How Colman Cut the Mustard’ by Simon Hendry copyright © The New Zealand Herald 2007, first published in The New Zealand Herald 28.05.07, reprinted by permission of APN Editorial Syndication & Photosales, Extract from Sweets: A History of Temptation by Tim. Richardson copyright © Tim Richardson 2003 (Bantam Press, 2003), reprinted by permission of The Random House Group Hd. Extracts from ‘I Remember Now’ by Noel O'Hare, first published in The New Zealand Listener 02.07.08. Extracts from ‘Hive Aid’ by Ben de Pear copyright © Ben de Pear 2004, first published in Waitrose Magazine March 2004, reprinted by permission of the publisher. Extracts from ‘Mind Reading’ by Anne Murphy Paul taken from Psychology Today Magazine September! October 2007. Extracts from information taken from interviews which appeared in Writing Magazine April 2003, reprinted by permission of the publisher. Extracts from ‘Replica Viking Warship set sail for Irish Homecoming’ by David Keys copyright © Independent Newspapers 2007, first published in The Independent (02.07.07, reprinted by permission of the publisher. ‘Adapted extracts from ‘Japan Eyes Robots Support Elderly’ by Masayuki Kitano copyright © Solo ‘Syndication 2007, first published in Daily Mail 12.0907, reprinted by permission of the publisher. ‘These materials may contain links for third party websites, We have no control over, and are not responsible for, the contents of such third party ‘websites, Please use care when accessing them, ‘The authors and publishers would like to thank the following for permission to reproduce their photographs: Alamy pp213(t), 214 (); Corbis pp213 (m), 214 (m); Getty pp213 (b). 214 (b) Although we have tried to trace and contact copyright holders before publication, in some cases this has not been possible. If contacted, we will be pleased 0 rectify any errors o omissions at the earliest opportunity. Printed and bound in the UK by Martins the Printers 2012 2011 2010 2009 008 wesrssagztContents 10 11 12 13 14 Contents Map of the Coursebook Introduction Aiming high Times change Gathering information Ready for Reading Work time Getting on All in the mind? Ready for Use of English Feeling good This is the modern world Going places Ready for Listening House and home A cultural education The world about us Ready for Speaking Food for thought Money matters Ready for Writing Photocopiable exercises Progress test 1 Units 1-3 Progress test 2 Units 4-6 Progress test 3 Units 7-9 Progress test 4 Units 10-12 Progress test 5 Units 13, 14 Final test (CAE Papers 1-5) Answer key to tests 10 20 30 41 44 54 62 1 3 81 89 96 101 110 117 125 131 138 146 149 161 168 175 182 188 194 216Unit Language focus Vocabulary Reading ‘Aiming high 1 Nodal ves 1: might, could, mey, Collocation: chalenge sucess, “Multiple choice CAE Part 3) Page 6 an ; tivation ambit, sue consi: altemtive ways of expressing futute possibilty 2 Spelling Times ange 1 Talking about the past Changes Multiple matching (CAE Part 4) Page 18 2 Nouns informal English Gatheting information Hypothetical past situations Sill Multiple choice CAE Part 1) Page 30 Present and future conditanals rene Gapped text (CAE Part 2 Work tine 1 Punctuation Tme Multiple matching (CAE Pat 4) Page 48 2 Gerunds and infiitves 5 Getingon 1 Reference and elipsis 1 Verb + Noun callacations Gapped text (CAE Part 2) Page 60 2 Relative dauses 2 Relaonships “Glin te ming? 1 rassves 1 1 Intelligence and ability "Multiple inteligences Page 72 2 Passives 2:Reportng vetts;havelget 2 Sleep Mutiple choice (CAE Part 3) something done: Other passives with get Peers Poe Page 88 7 Faingsint Reported specch esth Muliple choice (CAE Fat 1) Page 88 Q Piste modem wade Determines and pronouns 1 Amount Gapped ext (CAE Par 2 Page 100 2 Nodal ves 2: wil shall would 2 Verbs famed vith up, down, over 3 Ting about the future and under Q Sein oes Creating emphasis Page 112 ery Pion 1 Doing things alone 2 Anger Multiple matching (CAE Part 4) nny 10 tseand hone Partkiple clauses 1 Describing rooms and houses Multiple choice CAE Pan 3) Page 128 2 Metaphorical meanings 3 Noise and sound Inversion 1 Sight Gapped text (CAE Part 2) 11 ister Page 140 2 Read and write 1 Conjunctiens and inking adverb 2. Modal vets 3: must, need, shoud, ought to 12 Reet sours Page 152 eon ee 1 Words with more than ane use Multiple choice (CAE Par 3) 2 Attitude advertials 13 feed te shouae 1 Comparisons 1 Eating and drinking Multiple choice (CAE Part 1) Page 158 2 avers of degree 2 Deception 14 toreynatess Noun phrases, 1 Money utile matchrg (CAE Part 4) Page 180 ‘Additonal material Page 206 Wordist Page 209 2 Quantifying nouns Panning and checking Geammar reference Page 216Writing Competition entes (CAE Part 2) Use of English Word formatien: Nours Word formation (CAE Part 3) Listening ‘Mutiple choice (CAE Part 1) Speaking Long turn (CAE Part 2) Formal etter (CAE Part) ‘Open laze (CAE Pat 2) Muttpl-choice loze (CAE Part 1) 1 Sentence complet (CAE Par 2) Collaborative task (CAE Pan 3) 2 Multiple matching (CAE Pat 4) Reports (CAE Part 2) Word formation: Adjcives and adverbs Word formation (CAE Part 3) (Open loze (CAE Part 2) Key word trasformatins (CAE Pat $) Pao) 1 Form eters application (Cae Part 2) 2. Character reference (CAE Pat 2) Gapped sentences (CAE Pat 4) Key word transformations (CAE Part $) Muliple chaice (CAE Fart 3) Colaboative task (CAE Po 3) 1) Multiple matching (CAE Part 4) 2 Sentence completion (CAE Part 2) (Open cloze (CAE Pat 2) 1 Multiple choice (CAE Par 3) 2 Multiple choice (CAE Part 1) Colaborative task (CAE Par 3) Further discussion (CAE Par) Reviews (CAE Part 2) eter (CAE Par) Gapped sentences (CAE Part 4 Word formaticn (CAE Part 3) Key word transformations (CAE Part 5) Multple-choice cloze (CAE Par. 1) Word formatien: Verbs ‘Word frmatien (CAE Part 3) 1 Multiple matching (CAE Part 4) 2 Sentence completion (CAE Part 2) Muliple choke (CAE Far 3) 1 Collaborative tas (CAE Fart 3) 2 Further dscussion (CAE Pat 4) Reports (CAE Pat 1 Gapped sentences (CAE Part 4) Key word transformations (CAE Pat §) Multiple-choice cloze (CAE Par. 1) 1 Sentence completon (CAE Part 2) 2. Multiple matching (CAE Pat) Contributions: guidebook entry (cae Pat 2) Pence Information sheets (CAE Pat 2) ‘Word formation: lteativs fom the same prompt word Word formation (CAE fart 3) Gapped sentences (CAE Part 4) 1 Open cloze (CAE Part 2) 2 Muttpl-choice loz (CAE Part 1) Word formation (CAE Fart 3) 1 Sentence completion (CAE Par 2) 2 Multiple choice (CAE Fart 3) {Long turn (AE Part2) “Muttple matching (CAE Part 4) Proposals (CAE Part 1) Word formation: Nouns formed with in, out, up, down, back ‘Word fomation (CAE Part 3) Open doze (CAE Pat 2) 1 Multiple choice (CAE Part 1) 2 Sentence completion (CAE Part 2) 1 Gollabortive task (CAE Fart 3) 2 Farther discussion (CAE Part &) Articles (CAE Part 2) Peete 1 Informal letters (CAE Part 2) 2 Reports (CAE Part 2) 1 Mutiple choice coze (CAE Part 1) 2 Key word transformations ‘Open coze (CAE Part 2) Word formation (CAE fart 3) Key word transformations (CAE Pat 5) 1 Sentence completion (CAE Par 2) 2 Multiple matching (CAE Part) Penny Multiple choke (CAE Part 1) tng tun (CAE Part 2) 1 Contibutions guidebook entry (CAEPart 2) 2 Set buoks (CAE Part 2 pos Listening scripts Page 126 Word formation (CAE fart 3) Gapped senterces (CAE Part 4) 1 Sentence completion (CAE Por 2) 2 Multiple choice (CRE Part 3) Collaborative task (CAE Part3) eeeReady for CAE consists of the following components: + Coursebook (with and without key) «Teacher's Book «Three CDs * Workbook (with and without key) Coursebook Each of the 14 units in the Coursebook contains 10 pages, providing « balance and variety of activity types aimed at improving students’ general English level as well as developing the language and skills they will need to pass the Certificate in Advanced English (CAE) examination. At the end of every unit there is a two-page Review section, containing revision activities and exam style tasks, which enable students to practise the new language they have encountered in the unit and, as the course progresses, in previous units. ‘The book also contains five supplementary ‘Ready for ...' Units, which provide students with information, advice and practice on each of the five papers in the CAE examination. These are situated after Units 3, 6, 9, 12 and 14 and may be used in the order in which they appear in the book. However, they are intended very much as a flexible resource which may be exploited at such time during the course as the teacher feels appropriate. At the end of the Coursebook you will find a Wordlist and Grammar reference, each closely linked to the 14 units in the book, as well as the Listening scripts for each of the listening tasks ‘There is also an Additional material section, to which students are referred to in certain units. The Coursebook is available with or without the answer key. The following boxes, which appear throughout the Coursebook, provide help and advice to students when they perform the different tasks: ‘+ What to expect in the exam: these contain useful information on what students should be prepared to see, hear or do in a particular task in the examination. + How to go about it: these give advice and guidelines on how to deal with different examination task types and specific questions in the un + Don't forget!: these provide a reminder of important points to bear in mind when answering a particular question. + Self help: these contain supplementary activities and study tips, many of which are aimed at helping students increase their vocabulary store. Teacher's Book ‘The Teacher's Book contains detailed teaching notes for each activity in the Coursebook. A typical unit of the Teacher's Book provides you with: + a summary of examination task types contained the Coursebook unit + assistance with exam strategies for new tasks * guidelines and ideas for exploiting the Coursebook material, including: ~ further suggestions for lead-in and follow-on activities ~ further ways to extend vocabulary and maximize speaking = additional extra activi + answers to exercises + seripts for the listening activities ‘* sample answers for a selection of the writing exercises, together with the examiner's notes and the mark awarded. At the end of the Teacher's Book you will also find the following: + Photocopiable exercises ‘These are optional exercises which ean be used to exploit the vocabulary in reading and listening texts, They are intended as post-reading and post listening activities and there is one set of exercises per unit. The exercises are designed to stand on their own as far as possible, but students should feel free to look back in the text if they need further help to complete the exercises. Rubrics will tell you when students need to look back at the text in order to do the tasks, for example those which require them to ‘Find words in the text which mean the following’(Units 7, 8, 10, 13). + Five photocopiable Progress tests ‘These are intended for use after Units 3, 6, 9, 12 and 14 and provide teachers with the opportunity to assess their students’ progress on the course at regular intervals. They contain useful practice in ‘examination task types as well as revision of the language that has been presented in the previous three or more units. Each test follows the same format: ‘One CAE-style Reading exer ‘Two or three Use of English exercises One vocabulary exercise One CAE-style listening exercise ACAE writing task In each case the exam task types in the test will already have been encountered by students in the Coursebook.* One photocopiable Final test This is a full CAE style examination, including all five papers. It is intended for use towards the end of the course, asa final practice before students take the CAE examination, Paper 5 should not be photocopied. Workbook The 14 units of the Workbook follow the same order and general topic areas as the Coursebook. They have been designed to provide students with further practice, revision and extension of the language presented in class, as well as examination practice and skills work. Each unit follows the same format: + Reading ‘To ensure variety, the reading task type in most units of the Workbook is different from that in the corresponding unit of the Coursebook. Students, iar with the reading task type they encounter in the Workbook and are thus provided with an opportunity for rev In some units there is an exercise exploiting the vocabulary which occurs in the reading text. will, however, already be far ion, * Vocabulary These exercises revise and develop the vocabulary which appears in the Coursebook. Some exercises extend this vocabulary by drawing on items from the Wordlist at the end of the Coursebook. As in the Coursebook, there is a strong emphasis on collocation throughout the Workbook + Language focus This section contains further controlled practice of the grammar presented in class. * Use of English In most units there are at least two Use of Englis practice exercises. Some of the language tested these exercises will already have been encountered by students in the corresponding unit, or previous units, of the Coursebook. + Writing ‘The Workbook contains a complete writing syllabus to complement that in the Courscbook and to ensure that students are fully prepared for Paper 2 of the CAE examination, Extensive help is given in the form of useful language, model answers and/or planning guidelines. A feature of the Workbook’s, writing syllabus is that whilst the writing task in each unit is relevant to the topic area of the corresponding unit in the Coursebook, the task type Introduction is the same, in most cases, as that of the previous unit of the Coursebook. This enables revision to take place and ensures that students are given the opportunity to practise the same task type with different topic areas. ‘+ At the end of the Workbook there is a Word formation list This reference contains all the words which are taught and tested in the Word formation sections of the Coursebook and Workbook, together with further examples. The words are arranged according to their word class and the affix used to form them. ‘The Workbook is available with or without the answer key. Using the course to prepare students for the CAE examination Whilst Reedy for CAE can be used as a general course for students at an advanced level of English, ‘one of its main aims is to prepare students for the Cambridge Certificate in Advanced English examination. An overview of the examination can be found on pages 4 and 5 of the Coursebook. ‘A range of support is available in the various components of the course to help you prepare your students for the different aspects of the CAE exam. Vocabulary In every unit of the Coursebook there is at least ‘one section devoted to vocabulary which is relevant to the theme or themes covered in the unit. Throughout the book there is a strong emphasis ‘on collocations, words which are commonly used together. The vocabulary from the units is reproduced in the Wordlist at the end of the book, where it is grouped according to the unit in which it appears, together with further relevant words and collocations. Vocabulary activities in the Workbook both revise the topic vocabulary presented in the units, and provide practice of the additional items from the Wordlist. This enables students to build a substantial vocabulary store in preparation for the CAE examination. In addition, students are frequently provided with relevant vocabulary to help them perform specific speaking and writing tasks using a wide range of language. In some cases this vocabulary appears in Useful language sections accompanying the tasks: in others, students are referred to the Wordlist atIntroduction the end of the book. Students are also encouraged to notice vocabulary, especially collocations, in the texts they read and to record this language systematically in their notebooks. Many of the Self Help boxes are aimed at helping students increase their vocabulary store in this way. Grammar Each unit of the Coursebook contains one or more Language focus sections, which generally use contextualized examples from a reading or listening text to introduce a particular grammar point. ‘Where relevant, basic features are revised before the grammatical area in question is developed and students are exposed to more advanced structures of the type they are expected to be able to understand and use in the CAE examination. Frequent use of the Grammar reference is made for the checking of answers and ideas, and each Language focus section concludes with a written and/or spoken practice activity. Further practice is provided in the Review sections at the end of each unit, as well as in the relevant unit of the Workbook. This practice often takes the form of Use of English exercises. ‘Some Language focus sections move from a grammatical to a more lexical focus; students are presented with words, collocations and phrases which express similar concepts to those conveyed by the grammatical structures which have been taught. This provides students with a number of ferent alternatives to communicate their ideas, ing them to demonstrate the range and variety of language required at CAE level. Reading Authentic texts from a variety of sources (magazines, newspapers, brochures etc) are used to develop students’ reading skills and prepare them for Paper 1 of the CAE examination. Students are provided with useful strategies to adopt when performing each of the different tasks: multiple ‘matching, gapped text and multiple choice. By using appropriate techniques for each reading text, students learn to read efficiently and stand a greater chance of completing the tasks in the examination in the time allowed. Throughout the Coursebook there are ‘What to expect’ and ‘How to go about it’ boxes, containing information and advice on how to approach each of the task types, with further advice ‘on appropriate reading strategies contained in the Ready for Reading unit on pages 42 to 47. Tents are usually preceded by a short speaking. activity to introduce the topic, and followed by ‘Reacting to the text’ section, which provides students with the opportunity to discuss the content of the passage and express their own opinions on. the issues involved. Further reading practice is provided in each unit of the Workbook. writing All of the main CAE writing tasks are covered, both in the Coursebook and the Workbook. The writing sections in both books prepare students thoroughly for each new task and may focus on one or more of the following features: planning answers; help with ideas; paragraph organization; useful language: appropriate register or tone. Model answers appear throughout the course and always when students encounter a particular task type for the first time. In addition, the Teacher's Book contains authentic examples of students’ answers to some of the writing tasks in the Coursebook, particularly for the earlier units, These are accompanied by comments from the examiner and a mark of between 1 and 5, where 3, 4 & 5 are considered to be of pass standard, 5 being the maximum mark attainable. An important feature of the writing syllabus in Ready for CAE is the Ready for Writing unit on pages 192 to 205 of the Coursebook. This serves both as a reference, with examples of all the main writing types, and as a bank of writing tasks for students to answer. For each writing type, there is + a task + a model answer with the main features highlighted + a further task for students to answer + ‘Useful language’ section which students can refer to when doing this and other similar tasks, in the Coursebook and Workbook. ‘The Ready for Writing unit also contains an indication of the criteria used by examiners when, marking answers to writing tasks, as well asa procedure for students to follow when planning and checking their answers.Use of English ‘The Vocabulary and Language focus sections, together with the Wordlist and Grammar reference, contain the types of individual words, collocations, phrases and structures which appear in the CAE, Use of English paper. No coursebook, however, can hope to expose students to all the language they are likely to encounter in this part of the CAE ‘examination, Consequently, throughout Ready for CAE, students are encouraged, and shown how, to notice and record language when reading texts, both in and out of the classroom. In order to prepare students for Part 3, the Word Formation task, a systematic approach to word building is adopted, with a number of units each focusing on a different aspect of affixetion. In addition, the Workbook contains a Word formation list, a reference containing all the words which are taught and tested in the Word formation sections of the Coursebook and Workbook, together wi examples. The Coursebook syllabus is as follows: Unit 1 Nouns Unit 3. Adjectives & Adverbs Unit 7 Verbs Unit 9 Altematives from the same prompt word Unit 11 Nouns formed with in, out, up, down & back In addition, students are provided with plenty of opportunity to practise all five task types of the Use of English paper, both in the Coursebook and the Workbook. Care has been taken to ensure that at least some of the items tested in a particular exercise have been taught either in the same u in which the exercise appears or in an earlier part of the course. This helps build students’ confidence and shows the link between the language they are learning and its possible application in the examination. The Ready for Use of English unit on pages 84 to 87 offers further useful informa further Introduction Fach unit of the Coursebook has either one or two listening activities of the type students will ‘encounter in the CAE Listening Paper 4. A wide range of sources has been used for the listening texts and the recordings contain a variety of different accents. Again, information on listening in the CAE exam and guidance on how to tackle the tasks are given in the ‘What to expect’ and ‘How to g0 about it’ boxes, particularly in the earl of the course, when students require most support. ‘The Ready for Listening unit on pages 124-127 contains an example of each of the four parts of the stages jogether with further help and advice. Here, and throughout the Teacher's Book, suggestions are given for classroom exploitation of the Listening scripts, which appear at the end of the Coursebook. These can be particularly useful for checking answers, raising students’ awareness of distractors or focusing on useful words and expressions used by the speakers. Speaking Guidance is given throughout the Coursebook on how to approach the four parts of the Speaking Paper. There are regular ‘How to go about it’ and ‘Useful Language’ boxes, particularly for parts 2 and 3, where students need most help with procedure and technique. The Ready for Speaking unit on pages 164 to 167 contains further useful practice and advice, and includes a recorded interview of two siudents performing the different tasks in Paper 5. Clearly, the more speaking practice students have in class, the faster their oral skills will improve and the better prepared they will be for the Speaking Paper of the CAE examination. Ready for CAE provides regular opportunities for students to speak in pairs, in pre-and post- listening and reading activities, as well as in Vocabulary and Language Focus sections. These are indicated by the special speaking icon, most usually found in the left hand margin,10 teeth eeh adc id Themes ‘This unit is concerned with challenge, ambition and motivation. Exam-related activities Paper! Reading Part 3 Multiple choice (long) Paper2 Writing Part 2 Competition entries Paper 3 Use of English Part 4 ‘Word formation (review) Paper 4 Listening Part Mutiple choice (short) PaperS Speaking Part 2 Long turn Other _ | Vocabulary Collocations Word formation Nouns Language focus 1 Modal verbs 1: may, can Language focus 2 Spelling Extension Further ways of expressing future possibility Long turn Page 6 i Lead-in Brainstorm big challenges which people face in their lives (ifno ideas are forthcoming, suggest leaving home, starting a new job, going to live abroad, getting married etc). Next ask students to work individually and write down three challenges they have faced personally in their lives to date. They then rank their choices in order of importance. Finally, students pair up and speak about their three choices, saying why they have chosen this order of importance. ight, could, Now iniroduce students to the exam task. Go through the task and the advice together. Explain the following points: ‘+ at this stage students should not worry about timings, but just concentrate on speaking fluently and fulfilling the task + student B should not interrupt while A is talking, but must listen carefully in order to reply appropriately when A has finished. Useful language Students complete this section in pairs. Check your students’ answers before asking them to attempt the exam task. Encourage students to use the useful language during their spoken long turn. Wed very happy delighted elated thrilled overjoyed sad or wanting tearful. miserable tocry close to tears weepy nervous or anxious apprehensive tense worrted: onedge Exam note: In Part 2 of the Speaking Test candidate A speaks for one minute about a set of pictures. The candidate is expected to go beyond basic description, and should therefore pay careful attention to the details required by the question. Candidate B comments briefly (no more than 30 seconds), prompted by a ‘follow-up’ question which involves some kind of reaction to what candidate A has said. Then the roles are reversed and the process is repeated with different pictures. In the exam the number of pictures will be slightly different ~ this is dealt wit Teacher's Book. Multiple choice aa Page7 Photocopiable vocabulary exercise on page 149. Note: Derbyshire is a county in central England, many miles from the nearest coast. 1. Students answer the speaking questions in pairs or small groups. 2 The ‘How to go about it’ section takes students through the process of tackling a multiple-choice reading step by step, with things to do at each stage, so teachers need to control this strictly in the classroom.* Read out the first bullet point in the box, explaining that it is essential to have an overview, or ‘big picture’ of the whole text first. The smaller details in the questions will be much easier to answer if students have already seen the main ideas of the text. To ensure that this initial skim read does not become a detailed read, ask students not to touch their dictionaries yet and to give themselves no more than three minutes, To give a focus to this skim read, read out the italicized words in the first bullet, Note: The introduction is separate, so the numbering of paragraphs refers to the text after the introduction. Uri 1 ~ the type of person who would take up such achallenge The last paragraph talks about ‘the simple Derbyshire girl’ and mentions a change to ‘a heroine and an inspiration to others of her generation’. ~ their reasons for doing so. The beginning of paragraph 3 talks about how her passion for sailing started. ~ the preparation required In paragraph 3 we read about the 2,000 letters she wrote to get sponsorship and the 60,000 3 she sailed in preparation. ~ their feelings during and after the event During: From her comments at the end of aregraph 6 we understand that she was very determined, but we learn litle, ifanything ‘about her feelings After: In paragraph 5 we are told that ‘she looked remarkably composed and scemed to take the change from solitude to public ‘adulation very much in her stride’. We also read about her disappointment at not winning. ~ the conditions they experience at sea The harsh conditions are mentioned in paregraph 4. ‘+ Now look at the second bullet point, and ask. students to look at the meanings in context of the words in bold, as instructed. ‘feted’: adr ¢d, honoured and entertained ‘runners-up’: a person or team that does not finish first in a competition or race, but that wins a prize ‘landlocked’: surrounded by land ‘tenuous’: weak, easily proved false ‘spark off’ cause something to start, especially suddenly Go through the third bullet point. Students mark in pencil in the margin beside the text. Note that each of the seven paragraphs after the introduction contains an answer to one of the seven questions. This will often be the case in the multiple-choice readings in the exam. ‘The fourth bullet point is where students do a more detailed read individually, around the parts of the text they have marked in the margin. They. should now underline the phrase or sentence which gave them the answer, Point out that with some questions (typically the last question which may be a global question referring to the whole text) the answer may be the idea of a whole paragraph or even a larger section of text. Answers IC Lines 11-14 the winner .. were reversed 2B Lines 35-41 Auntie Thea ... lifelong passion. 3D Lines 61-62 She wrote ... sponsorship + lines 65-74 And in terms ... 6,000 miles. 4C Lines 83-86 She endured ... windless Doldrums. SC Lines 112-117 Her thoughts 6B Lines 123-134 But despite 7A Lines 150-end she is heroine .... + The final stage of the process can give students excellent fluency practice, since they must ‘negotiate’ why answers are correct or wrong in English, Reacting to the text ‘Students follow instru W12 Further practice Copy this box and sentences onto the board. The words in the box are useful time expressions from the text. Students should put them into the appropriate sentence. for weeks at a time from that moment on, for the previous four or five years in the eight months leading up to the race 1 there was no keeping her away from the water 2 she sailed no fewer than 60,000 miles 3 a survival suit that stayed on 4 the ambition that had dominated her life ‘Students should get into the good habit of doing such search for useful collocations or fixed phrases from each text they read. See the photocopiable materials ‘on page 149 for more examples of Exam note: In the multiple-choice task questions will focus on important details, as well as attitude and opinions expressed. The final question may be ‘global’, such as the writer’s purpose in the text as a whole. Language focus 1; Modal verbs 1 Page 10 Might, could, may, can 1 Students follow instructions. Students may need help with the meaning of ‘concession’. You could illustrate this by an example stem such as ‘I accept that x, buv/although ‘Annoyance Past possibility which did not happen Past possibility Future possibility Present possibility Lack of enthusiasm — p aurun= {nt out that ‘might/ may as well’ is a fixed phrase. 7 Concession 2. Take a lot of answers from various students by way of whole-class feedback, as the repetition of the ‘grammatical idea will be a useful way for them to remember it. Possible answers 1. T'm so angry with him. I do think he might have phoned to say he couldn't come. 2 We've missed the beginning, so we may as well go home and watch a video. 3. It was rather dangerous. Someone could have fallen over it and broken their leg 4 cant find it anywhere, 1 think I may have left it on the bus on my way home. 5. She might have a university degree, but she hhas no idea how to talk to the public. 6 Cheer up! It might stop raining later and then we can go out. (Cheer up! It might never happen’ is often said 10 someone who looks sad.) 3 Now test students’ knowledge of different uses of ‘can’. Point out that ‘can’ is very common, but that it has a great many different functions. If students need help with ‘deduction’, use the following, example: ‘Who's that ringing the doorbell at this time? It can't be Dad because he’s got his key, it must be the postman!” theoretical possibility criticism request inability deduction aubene 4 In whole-class feedback, collect different contexts, in order to give students the chance to use ‘could be" and ‘might be’.Suggestedipossible answers if none are forthcoming 2. This could be a girl telling off her boyfriend. It could be that he played a practical joke on her, but she didn’t see the funny side of it. 3. This might bea magician, asking someone in the audience for help. 4 This could bea younger brother. He could be trying to retrieve a football from a tree. 5 This might bea parent trying to dissuade a teenager from eating a bar of chocolate. 6 This could bea parent refusing to allow their young child to stay up beyond their bedtime to watch something on TV, Further practice In pairs, students choose one of the sentences containing a modal verb in exercises 1 and 2, and write a mini-dialogue of six lines, ending with the sentence they have chosen. They then read their dialogue to other pairs in the room, stopping at the last line, so that the others have to guess how the dialogue ends. They could write a total of three such dialogues if time and interest permits, Refer students to page 216 of their books, and give them time to read the relevant part of the Grammar reference, Extension 4 Make the important potnt that in English you also convey possibility through phrases. a ‘faint’ suggests that it is not very possible. ‘The other adjectives express the opposite. b ‘fair’ express a reasonable degree of possibility. The others suggest it is not very possible. Note that could, might and will can all be ‘used with these two sentences, may is less frequent, € ‘good! isnot correct. (a good’ would be correct) d_ Predictably’ is not possible here. It is an attitude marker meaning ‘as is to be expected, often found at the beginning of a sentence and usually with past reference: Predictably, house sales rose as a result of the ‘cut in the interest rate. He was predictably turned down for the job because of his poor health. Itis also often used to qualify adjectives. He is predictably upset at what happened. ‘highly likely’ means ‘very probable’ £ ‘hardly likely’ means ‘not very probable’ ve students a few minutes to complete thes writing, before taking extensive feedback. Possible sentences 1 think I stand a good chance of passing the CAE exam. 2. To improve my chances of doing so, I need to read a lot outside of the class. 3. In the world today we face the very real possibility that computers will one day replace books in schools. 4 There's an outside chance that I could be going to the States on holiday next year. 5 Itseems highly unlikely that I will get a decent pay rise this year Vocabulary: Collocations Lead-in If you need a link for this activity, and/or need to introduce the concept of collocation, write down the following sentence from the Ellen MacArthur text: “The public will now be hoping to see a suitable encore, some new feat of endurance to ju celebrity status.’ Page 11 fy her Point out that the words in bold are examples ‘of collocation, that is, the way in which words naturally co-occur with other words, The words ‘celebrity’ and ‘status’ commonly go together, forming a strong partnership. It can be useful to learn collocations that relate to each other in terms of topic, and there are many useful collocations to do with the theme of ‘challenge’. 1-5 Students follow the instructions. 134 1 a success b ambition failure challenge Note that ‘an overnight success’ means it is. sudden and unexpected. © motivation 4 fulfilanambition end in failure realize result in achieve success improve motivation enjoy lack take up «challenge vise to. S$ a challenge b ambition ¢ failure d success motivation 6 This activity could be done, or repeated, as a revision exercise at the beginning of the next class. Multiple choice tT Page 12 1 Take these as whole-class speaking points. If the class needs prompting, mention TV, film and music industry awards. 2 Tell students not to look at their books. Go straight into the first listening, which picks up on the speaking points in exercise 1. Stay in whole- class mode for this. After the first play ask the class what they can remember. Elicit the key point that ‘Steve turned down his prize at the music awards ceremony. Now ask students to look at Extract One, Read the ‘questions together, Do the second play of the CD. Stay in whole-class mode and give feedback on the answers (1A, 2B). Explain to students that they have just heard a CAE, Part 1 extract. Direct them to the ‘What to expect’ box, and read together, Point out that Part 1 is the ‘short’ multiple choice task ~ in Part 3 they will encounter the ‘long’ multiple choice task. Also point out that although the three extracts here all relate to the topic of Unit 1, in the exam itself the extracts are not thematically related in Part 1 Now play extracts 2 and 3. Students answer the questions in their books. CUS 1A 2B 3C 4A 5C 6B Students can see the listening script in their books on page 226, should you wish to feed back in detail on the answers, or use the seript to look for useful expressions. Listening script 1. ((= Interviewer, § = Steve, R = Richard, L = Lily) 3 Extract One 1: Thanks for being here, Steve, especially when you've got the pressure of a European tour. Now you know what I'm going to ask. You won Best New Artist yesterday, and you didn't turn up to collect the award. Why? + You know, when we heard we'd been nominated ~ and we knew who the other nominees were - well, just for a brief moment I guess we got a bit of a kick out of tT mean the other bands are guys we really respect ~ but we've always used our music to attack capitalism would be incredibly hypocritical to accept an award from the corporate world 1 OK - I get that, but even if you have no respect for the music industry, it was your fans that voted for you. S:1 don't know if that's true. Look, we've been together for four years now, and the people who liked our music from the start the ones who keep coming to the gigs, they know what we're about, our politics, our principles. And they wouldn't go in for that kind of thing. But, you know, you get your first number one single and the ‘mainstream music listeners think you're a new band and they happily go out and vote for you. For & moment in time you're on everyone's iPod - and then ~ then you're deleted. Extract two 1: Twenty years in the game, Richard, and no-one has yet come close to breaking the records you set, What do ‘you put your success down to? Re Well, ve had a lot of experience after all that time = endless hours of practice. But for me it's more to do with the psychological approach: maintaining discipline and focus ~ setting an aim and not getting distracted, 10 matter whether the game is going well or against us | reckon for some sports its about a physical advantage you're born with ~ but with cricket — its applying your mind in the right way, I: Is there any advice you'd give to up and coming. young players?Re Not advice as such. Whether a match has been a resounding success or it's ended in failure, we each have (o analyse our strengths and weaknesses, and use that to get the best out of our next team performance. Something I find to be a negative development, I'm afraid, is the rather aggressive manner in which certain young players celebrate their performance ~ I mean the \way they now punch the air ~ and those other gestures ‘f victory: Cricket is supposed to be a dignified game = there's no place for showing off Extract three I: Lily ~for listeners who have maybe never heard of 40- hour Famine ~can you tell us a litle bit about it? L: Yeah, sure, Well, i's about young people ~ students mainly ~ not eating food for 40 hours ~ although water isallowed. The idea is to promote a bit more ewareness ‘of what it’s like for poor people who are starving because of famine. Many students are too young to volunteer to go overseas and help out directly - and they haven't got the cash to make monthly donations to charity ~ but taking part in 40-hour Famine is ‘something they can do ~ to show they care. And of ‘course, the sponsorship they get does go to excellent charities, I: And this is the second year you've taken part? L: Yes ~last year I only made it to 35. Ifelt really dizzy and had to give up. But no-one made me feel like I'd let them down, they were simply concerned with my health. I thought “Oh well, I'l just have to have another 20. I've got a year to prepare and next time round nothing will stop me.” And look ... in another four |hours ~ { will have fulfilled that promise to myself. 3 Students react to the first extract in pairs. Word formation: Nouns page 13 In exam terms this is building towards Part 3 of the Use of English paper, 1 If you needa link as a lea put the following on the board: to this exercise, a Sailing single-handedly round the world was Ellen MacArthur's greatest b The desire to win was Ellen’s greatest © The greatest sports people do not consider the possibility of 1 a achievement b motivation ¢ fail-ure 2. Add to the instructions the fact that here the new word will involve one or two grammatical changes. Show this on the board: succeed —* success = 1 change succeed —* successful = 2 changes In the exam itself it may sometimes be necessary to make three changes: succeed —* unsuccessful Also draw students’ attention to the bold print in the questions. The bold print highlight collocations with the target word or show fixed phrases containing the target word. 1 refreshments 7 secrecy 2 disapproval 8 membership 3 eagerness 9 breakage(s) 4 procedures 10 likelihood 5 insignificance 11 independence 6 simplicity 12 anxiety ‘Students record useful collocations and fixed phrases in their notebooks. 3 The quizclement inthis exercise could be exploited (‘see how quickly you can find the ending which connects the three words for each of the 12 1 pleasure ‘exposure closure 2appearance annoyance —_reliance 3 storage package 4 rehearsal proposal 5 efficiency vacancy 6 enjoyment requirement commitment 7 prosperity wlity familiarity 8 leaders! companionship partnership 9 neighbourhood fatherhood adulthood 10 absence persistence evidence 11 selfishness tiredness carelessness 12 explanation interpretation application Further practice Put students in groups of three. Student A calls out any word from the three columns, student B calls ‘out the noun formed from the word and student Chas to think immediately of a short sentence to illustrate how the noun is used. eg father ~ fatherhood - Jack gave every impression of adapting well to fatherhood. 1516 This activity also makes a nice ‘warmer’ as revision at the start of a future lesson. 4 Students follow instructions. 2 endurance, reluctance 4 survival 6 disappointment 8 sponsorship 11 thoroughness 12 imagination. information, preparation, realization, inspiration Also: heroine, spectator, wi éesalinator, success, thoughts, runners, achievers, savings, favourites, heat, solitude, conference The following have typical noun endings but are not formed from a commonly used verb, adjective or noun: emotion, conditions, adulation, ambition, celebrity 1, competitor, Language focus 2: Spelling Page 14 Point out that spelling is an important issue in the Use of English paper. This section could be done as. pairwork activity or given for homework. 1 Verbs ending in consonant + vowel + consonant double the final consonant if the final syllable is stressed or if there is only one syllable. Note the difference in the position of the stress between occur and begin on the one hand, and ‘happen and ‘open on the other Z referring limiting setting upsetting targeting Cargetting is also used. This is true also of focusinglfocussing and benejitinglbenefitting) forbidding writing waiting travelling (traveling in American English) panicking 3 1. pleasent — pleasant Note the differences between the noun ‘appearance (see example 0) and the adjective ‘apparent. 2. neccesary — necessary 3. publically ~ publicly 4 definate definite 5 irresponsable ~ irresponsible 6 leafs ~ leaves Other examples with this spelling change are calf —calves; half = halves; life — lives; loaf ~ loaves; self — selves; shelf shelves; wife = wives 7 preceeding ~ preceding (from the verb precede) Note the spelling difference between exceed! proceedisucceed and precedehecedelconcede. 8 bus 9 dissappointed ~ disappointed disappear is also commonly misspelt by students. sss ~ business, 10 recieve - receive Seize and weird are correct, exposing the often quoted spelling ‘rule’ of i before after c’. This only seems to be true (and worth learning) for words such as believe, relieve, achieve and conceive, receive, deceive. 11 influencial ~ influential 12 factery — factory xcept 4- in this further practice stage, some of the dictated words are from exercise 3, others are new, ‘Students should not look at each other's words until they have completed the activity. Make sure they cannot see each other's words. 1 Stress that Competition entries Page 14 very important in CAE writing of all types to fulfil the task completely: Each question will have a number of key content elements, and, they must all appear in a candidate's answer. Marks are lost immediately when content elements are missed out Encourage students to underline the key content points in the question. This can also be done when sitting the exam itself. Elicit the three content points: * the secret ambition and why it is important to you * what it would take to achieve it (requirements) * why you think you should be chosen (qualities! Then students read the model answer to check for these points. They will find that the answer does indeed address all parts of the task and would have a positive effect on the judges.2 Ensure students are aware that A and B are two different but equally acceptable paragraph plans. The writer follows paragraph plan B. Reinforce the message here ~ clear planning is very important, reflected in clear paragraphs. It is worth leaving a gap between paragraphs (rather than just indenting a new line) to emphasize this visually to the examiner/marker: Clear paragraphing not only makes the piece much easier to read, it also shows evidence of clear planning. 10-15 minutes spent reading the question, thinking about content points and planning may seem like lost writing time, but in the long run it is time well spent, as it will enable the writing to be done more quickly, relevantly and efficiently. 3 Examples of sophisticated language the likelihood that Iwill ever fulfil my ambition ... doesn’t seem very high my lifelong passion achieving fame and fortune be put off by dull statistics research their genre thoroughly My bookshelves ... are stacked with the novels ... despite knowing all the time ‘whodunnit’ 've turned out dozens of short crime stories possess enormous self discipline devote the necessary time and effort to producing that has meant burning the midnight oil in anywhere near publishable form no easy task who could possibly fail to The writer uses a variety of language to talk about the requirements and potential problems: Requirements Reading is nportant all writers need to research their genre thoroughly being a writer requires imagination You have to develop your own personal style successful writers possess enormous self cipline 4 Register Elements of informal language Contractions: I'l, doesn't, I've, We've Linkers: And, But, So (at the beginning of the sentence), Last but not least Punctuation: dash: ‘important - all writers need to’ and ‘magazine some have been published’ Phrasal verbs: put off by dull st ‘out dozens of short stories Use of ‘get’: only one gets published, we've all got a novel inside us, getting it out Use of youyour: eg “You have to develop your own personal style” ics, turned 5 Engaging the reader It is important for students to write in a style which Is appropriate for the piece, whether it is a report, article or, as here, a competition entry. The type of piece provides the basic shape and framework for their writing, Answers The title and opening paragraph are crucial in this respect, The title should grab the reader's. attention and the opening paragraph should make him or her want to carry on reading. The writer here uses a statistic in the form of a ‘question to interest and involve the reader from the very first sentence. The choice of idiomatic language adds colour to the piece and also suggests informality: (‘put off by dull statistics, ‘stacked with’, ‘burning the midnight oil’) ‘The final paragraph rounds off with a summarizing and thoughi-provoking statement, “We've all got a novel inside us’ and a question to make people think: this could apply to anyone and their secret ambition, The writer begins and ends with a rhetorical question - it is @ nice stylistic device if the end can mirror the beginning in some way, so that there is a sense of ‘full circle’ or completion. 6 Students follow the instructions, 1718 Exam note: Assessment We have focused attention on content, organization, range of language and register/ format. These are all features that examiners will look for. The other important aspect is cohesion (linking of ideas). We will look at this in later units, Each piece is given a mark out of five. In keeping with the importance of fulfilling the task, it is essential to realize that irrelevance is penalized, no matter how well written! At this stage there may be too much going on to expect students to think about the length of their answer, However, in the exam, writing to the 220-260 words specified is also part of fulfilling the task, Sample answer A professional golden boot? ‘My secret ambition has always been to become a professional football player. That's what Ed really like to do in my life, just playing football every day 50 T can delight all the items relationed with the job] ‘as money, cars, fame ... Time is getting on and T am not getting younger, so now is the time to act. First of course you need be good at football. In my local amateur league T was principal goal scorer last season and I think T have every chance of winning ‘the ‘golden boot’ trophy again this season. Friends say Thave the necessary skills, but you also need have a stroke of luck and perhaps be seen by a scout froma big team. Masterclass’ could be the ‘opportunity I am waiting for. Then of course to improve your chences of becoming a professional, you need train a lot and be fit. ‘There is no one day when I do not kick a ball, or I ‘om ina gym doing exercise, For me it is like drug: Tam addicted to training and I think I am in good condition for being professional Finally, however, you also need be « bit special if you want that other people consider you as good player. By this T don’t mean you cause problems for trainers or other players, but you need have a creative character, if you want to be star player, My ‘Teammates call me ‘crazy horse’ which I think is a compliment ‘So, think I hove the ingredients to be a professional ployer. Now all I need is a stroke of luck and en appearance on your programme. Examiner's comment Content: The content of the task is covered, Organization and cohesion: Clearly organized and paragraphed. The penultimate paragraph is a little confused and there are problems with coherence in some sentences, eg ‘so I can delight all the items relationed with the job, as money, cars, fame ... Accuracy: Reasonably accurate, though there are some errors in the use of articles, need is consistently used with the bare infinitive and some grammar is rather awkward, eg ‘jou also need be a bit special if you want that other people consider you as good player’. Range: There is evidence of a good range of structures and vocabulary eg ‘I have every chance of winning the ‘golden boot’ trophy’, ‘a stroke of luck’ and ‘to improve your chances of becoming a professional Register: The register is consistently neutral and appropriate. ‘Target Reader: The target reader would be reasonably informed, though might be slightly confused by the penultimate paragraph. Mark: Band 3 Review 1 Pages 16 and 17 Modal verbs can, have 2 may/might 3 to, well 4 .unlikely/improbable, may/might/could Sat, no 6 in, to Spelling Limportant 6 themselves 11 were 2generally 7 of 12 interest Sobjective 810 13 their identifies 9 confident 14 improvement S successful 10 factors 15 perceive Word formation Taam Review sections will normally only contain answers in the Teacher's Book. However, Word formation appears for the first time in Ready forCAE in this review section, so we include some notes on how to help students with this task type. + First ask students to read the article, ignoring the gaps. Ask for a one-sentence summary of what it is about (= Should parents offer cash rewards to their children to encourage good exam results) While students are reading put the following on the board: pay The monthly payments on my house went up by 1% last week. In my job | have the option of taking unpaid leave. ‘The amount you have borrowed is repayable in twelve monthly instalments or My company has 250 employees on the payroll. ‘The amount of tax deducted is shown on your monthly payslip. These sentences exemplify ways in which the base word ‘pay’ (gap 2) could be made into other words. (The bold words show useful collocations.) Discuss the meaning of any of these that are unknown to your class. Ask the following: In which one is ‘pay’ made into a negative ‘adjective? (= unpaid) In which one is ‘pay’ made into another adjective with a prefix? (= repayable) Inwi ‘pay’ made into a compound noun? (= payroll; payslip) In whi fh one is ‘pay’ made into a plural noun? (= payments) Explain that these are typical changes to the base word which can be made in this exam task. Then read out the first two sentences of the text, [Ask ‘Which of the words we have formed from ‘pay’ goes into the second gap? (= payments). Elicit from students what they have to do for this task. (= for each gap they must form a new word from the base word in capitals on the right.) Now ask siudents to complete the rest of the text The word they form must fit both grammatically and conteatually (in other words it must make sense in the context), 1 expectations 6 academically 2 payment(s) 7 difficulties 3 performance(s) 8 financial 4 recognition 9 failure 5 ability 10 judgement/judgment Exam note: ‘+ Many answers involve adding prefixes or suffixes, but candidates can also be required to make internal changes to a word (LONG —> LENGTH). As with all parts of the Use of English paper candidates need to read the text carefully. Itis particularly easy to miss negatives and plurals if this is not done. Note: The types of change made to the hase word are explained on page 84 of the Ready for Use of English section, Led Word combinations 1 strong, 6 delighted 2 slightest. 7 enjoyed 3 every 8 rose 4 stand 9 lifelong 5 tears 10 light 1920 QP tines change Content overview Themes This unit is concerned with history, the past, changes in your life, Exam-related activities Paper 1 Reading Part 4 Multiple matching Poper2 Writing Part 1 Formal letter Paper 3 Use of English Part 2 Open cloze Part 1 Multiple-choice cloze (review) Paper 4 Listening Part 2 Sentence completion Part 4 Multiple matching Paper Speaking Part 3 Collaborative task Other Vocabulary Changes Language focus 1 Talking about the past Language focus 2 Nouns in formal English Sentence completion oar Page 18 11 Encourage students to take their time and discuss in pairs or threes. ‘+ Such fluency activities are often better ‘opportunities than actual exam practice tasks for monitoring students’ oral performance. In fluency tasks students should be encouraged to relax and say as much as possible. As you circulate among the class, try to listen out for English which could be improved from a lexical point of view. Make a note and feed back briefly to the whole class afier five minutes or so. You might say things like: ‘Joe, when describing the woman you said x, but ‘you might have said ... ', Maria, you were translating from your own language when you said x, but the expression in English is . (You may prefer not to name students directly.) Concentrate on whole phrases if possible. + Itis important that students should make the most of all opportunities to try out their English. In the exam aspects such as communicative fluency and range of expression are important - more so than occasional minor grammatical slips. 2. Do the second speaking point with the whole class. 3 Read the first bullet point together from the “What to expect in the exam’ section, Make the point that the sentences containing the questions focus on important details in the listening. As such, the sentences provide summary information of the whole listening. So students can help themselves great deal during the pause before the listening. begins. ‘Then go through the other bullet points. 4. Give them a minute or so to read the eight ‘questions and to predict what kind of information «will come in the gaps. Possible answers 2. probably a time expression (for ages? for x years? etc) 3. probably something which people making time capsules sometimes forget 10 do 4 two nouns which are things related to TV programmes a place/room something the doctor was researching a room/part of the grounds something valuable/worth stealing Then play the CD and do the exam task Cased 1 buried (underground) 2 more than/over a century 3 keep (proper) records 4 costumes and props § (film studio) car park 6 ancient 7 basement 8 (real) (items of) jewellery vilizationsIt can be very useful for students to look at the listening script (page 226) after the answers have been given out. + Itis.a good way of checking answers to play the recording again while students follow the listening seript. * Ienables the class to pull out useful phrases and other vocabulary from the listening script. + Itmeans you can draw students’ attention to some aspect of the task, Refer students back to the third bullet point in the “What to expect in the exam’ box. Students need to be clear on this. What they write in the gap is normally the actual words used on the recording. But the wording of the question will be different, from the wording they hear on the recording. Show this on the board with the first two questions. For reasons of security, time capsules are usually buried underground and in most cases buried underground for safekeeping. = recording juestion | People have been putting things in time capsules for over a century. = question 2 . the idea of storing objects for posterity in this = recording, way goes back over a century .. Listening seript 1.4 Hello, good evening. Well, as you know I'm here 10 talk about my great passion in life-time capsules. Now if you're not sure, atime capsule is a container filled with typical objects from a particular time and in most cases buried underground for safekeeping. The idea behind this, of course, is that future generations will be able to learn about life in the past when they open up the capsule and study the objects So, when did all this burying business begin? Well, the idea of storing objects for posterity in this way goes back aver acentuty to the nineteen hundreds. The problem was, and indeed still {s w some extent, that most of these have been lost to history. ‘Why is this? you might ask. Well it's either because of thieves aand the fact that the capsules werent sufficiently well protected, or ~ and this is the most usual explanation = because no one bothered to keep proper records and \we don't know for sure where the capsules are. ‘To give you just one example, they buried seventeen of them back in the Thirties in California in a place called Corona ~ and not one of them has ever been found. Amazing, isn't it? And do you remember the popular television programme M*A*S*H? Well, in 1983, some ‘of the cast put costumes and props from the show in a capsule and buried it in a secret ceremony, refusing totell anyone not connected with the show where exactly they'd put it. All they‘d say was that it was somewhere in the 20th Century Film Studios car park in Hollywood. Now, of course, they've built a huge hotel on the site and no one knows where on earth to look for it, But the, er, the modern-day passion for time capsules really began in the late nineteen thirties, when a man called Dr Thorawell Jacobs, the President of Oglethorpe University in Aanta, was doing some research into ancient civilizations. Well, he was so frustrated by the lack of accurate information that be came up with a plan to ensure that the same thing wouldn't happen to Future generations. He built the ‘Crypt of Civilization’ = that's what he called his time capsule ~ in an area the size of a swimming pool, in the basement of one of the university buildings, Hearst Hall. You can still see it today, in fact. But you can't see any of the contents ~ the crypt won't be opened for another 6,000 years! Its got all sorts of things — newsreels, Important radio struments and ~ wait fo i over 640,000 poges of material on microfilm, including the Bible, the Koran, the liad and Dante’ Inferno. But its not all serious stuff. There's also a Donald Duck dol. and literally thousands of everyday objects like cooking utensil, ornaments and tools. Very sensibly, Dr Jacobs didn't pur in any real tems of jvullery, because he thought that might atract robbers. But he did include models of necklaces and earrings, ss well as papier mache fruit ané vegetables and even a small capsule of beer Since then, of course, all sorts of people have put all sorts of objects into time capsules. Now, if you're interested in burying your own time capsule, I can Collaborative task Page 19 Read the instructions together, then refer students to the first bullet point in the "How to 0 about it’ section. Explaining why you make your various choices is an important part of the task. Provide a few more examples of your own to give students some ideas: eg ‘I would definitely want to include a remote contol in the capsule. I think this is a powerful symbol of society today. TV is all-important in most people's lives and the remote control has really changed the way we now watch TV and the way we demand short bursts of entertainment in our lives. Allow the discussions in pairs (or threes) to go. ‘on beyond the three minutes allocated in the exam if students are entering into the topic with enthusiasm. But do interrupt to remind them when you wish them to start considering the 2122 second aspect of the task: which two objects, would be of most interest to future generations. At this point they should begin to round up their discussion. + Asa whole class activity, briefly ask each pair what their final conclusion was. Exam note: ‘+ This stage of the speaking test lasts about four minutes with students speaking for three minutes of this time. It involves students in a problem-solving task. + Each pair or three receive the same set of photographs or pictures. (These are different pictures from the ones used in Part 2 Long Turn.) ‘+ The task involves negotiating and collaborating towards a final conclusion. If partners are unable to reach agreement, that is ok. + Negotiating towards the conclusion is an important part of the task. Candidates should show that they are turning their discussion towards a final conclusion. ‘+ As with all interactive parts in the Speaking test, ‘candidates should not dominate a discussion. Negotiating involves asking your partner what (s)he has to say, and responding appropriately to what (s)he has said. Useful language ‘+ Warn students that when doing a task such as collaborating on a set of pictures, it is easy to Keep on using one phrase that you are keen on (eg I think we should, I think people will) + Remind them of the second bullet point in the ‘How to go about it’ section. It is important to use a good variety of expressions. We now consider some of these. ‘+ Students complete the six gaps individually and then compare what they have written. 1 would not be complete without 2 isa part of everyday life 3 be intrigued to see 4 would demonstrate very clearly 5 might conceivably be obsolete 6 are unlikely to be using Optional extra activity Write the following questions on the board. ‘Students discuss in pairs, developing their ideas as fully as possible. © Would you include any further items from other aspects of life today? ‘+ How useful will time capsules be for future generations when studying the past? + Do museums still have a role to play in the fast- moving, hi-tech 21st century? Whyhwhy not? ‘* Which people have had the greatest impact on ‘your country’s history? How have they affected it? * ‘We learn nothing from history except that we Jearn nothing from history’ What is meant by this? Can you give examples? From an exam point of view, this looks ahead to Part 4 of the speaking test, which is introduced in the Coursebook in Unit 5, Use of Eng! Open cloze 7 Page 20 1 + For all Use of English tasks students should get into the habit of doing a quick skim read of the text before attempting to answer any questions. Once they have understood the surrounding context, the gaps will be much easier to complete. * The doll is Barbie — the clue is in the girl's name, Barbara + Remind students of the type of word they are typically looking for: can, as, have, be, on, ate. 2 Students follow the instructions in their books, Optional: If you feel your class will have difficulty with this task, ask them to close their books and put their pens down. Read the complete text to them, including the gapped words. When they then do the task, it fs unlikely they will be able 10, remember any individual items ~ the point of the ‘exercise is rather to give them ‘the whole picture’ 1since 6 At 11 did 2 by 7 down 12 such 3 as 8 however/though 13. whose 4 that 9 into 14 not S with 10 as 15 an